Teaching is important to me because I value being a primary role-model for students from different backgrounds and situations. I also value the importance of education, and I take pride in being someone who gives knowledge to others that they can use in their lives. I appreciate the opportunity to improve my skills and knowledge through my dedication to the teaching profession. Most importantly, I believe teaching is an important responsibility because I serve as a guide for children to further their academic interests as well as develop their personalities and habits. Teaching is a unique and efficient way of creating a better world for the future.
My conception of what makes a successful educator is the ability to be an effective facilitator. In every student, I believe there is the potential to develop unique learning styles, set individual goals, master concepts, and reflect on progress. I am of the opinion that is each students’ responsibility to create their own future and to utilize their parents and teacher as reliable resources. I believe that it is important for every student to develop skills in critical thinking, problem-solving, collaboration, leadership, adaptability, initiative and curiosity, effective oral and written communication, research and analysis, and creativity through imagination.
Learning in my classroom is typically conducted through active participation in small group collaboration that requires the use of problem-solving skills. These learning materials and platforms are presented in the form of ‘Task Boxes.’ The task may be singular and require the effort of each group member to complete. The tasks may also be paired or individual activities, and can include hands-on materials like games, research opportunities, worksheets, flash cards, and many other options that can be designed with each student in mind. The students are provided with the supplies they need to complete the task, and I intervene when appropriate.
Discussions and activities are relevant to the real world while aligning with the core standards of education. Students are active in the decision-making of how the classroom functions, which allows them to feel ownership of how their learning is being conducted. My students will also participate in lectures, Socratic seminars, field experience projects and in the creation of their own digital portfolio, which will showcase the diverse progression of their individual learning experience.
Using their progress and learning style as a guide, my students will be assessed using various Classroom Assessment Techniques (CATs), focused assignments, concept exams, projects and concept maps. These assessments can be formal or informal, high- or low-stakes, anonymous or public, individual or collective. Learning will be assessed through performance to determine not only what students have learned, but what they are able to do with their learning. They will always have access to rubrics with clear criteria and expectations.
My students know that I am there to help them with any problem that may arise, and that I expect their best efforts because I believe in their potential. A goal I have is that students will understand what they are learning in the greatest detail possible, and that in their accomplishments, they will feel a sense of pride. When a student is struggling, I will act to uncover what they fully understand and determine how to fill in the learning gaps. My students are encouraged to use their best oral communication skills and to include positivity, academic language and a growth mindset in their choice of words.
My student-directed teaching methods create a degree of autonomy in students that I believe we as educators should aspire for. Several research studies suggest that student-centered learners outperform students from traditional method schools regarding graduation rates, student achievement, college preparatory course completion data, and college persistence. It was also found that these results were particularly evident for students of color, low-income students, and English language learners. The survey data from the graduates in the 2015 Qualitative Study of Student-Centered Learning Practices in New England High Schools suggested that their school’s practices of relationship building, high standards, deeper learning, and instructional relevance contributed to their success in college (Kaput, K. 2018). I believe that the autonomy gained from a student-directed method will intrinsically drive students to be lifelong, curious learners. The students should feel confident in their ability to be exemplary in their careers as adults and feel inspired by the relevancy of education and growth to their lives.
The way I practice reflection and purpose in my teaching is by addressing the need for reflection for a period of time each day. I collaborate with others, encourage their input and I ask for help when I need it. Most importantly, I continuously learn new things, whether it be content, strategies or techniques. My teaching is active and focuses on individual student learning styles and capabilities. To maintain a positive learning environment, I provide a clear set of procedures that the students help design. Rules, rewards and consequences are clearly understood and consistently practiced. I measure success in teaching by facilitating structured hands-on learning exercises that lead to content mastery, and by maintaining a positive classroom environment where students feel confident in their ability to succeed and inspired by learning new concepts.
It is also imperative to me to build a positive and constructive relationship with students, families and colleagues because collaborative relationships help to ensure that children are receiving the best possible education from all angles. Adults working together to come up with ideas and solutions to help a child learn produces more positive results than through a teacher's efforts alone. Through colleagues, I can learn more techniques and have access to more resources that will fit the learning needs and styles of every student. By having a positive relationship with parents and family members, we can encourage each other and help each other establish what works best for their child. I believe that showing mutual respect and staying in contact are the two best ways to foster positive relationships with families. Having a positive relationship with the student is key to the success of my practice and the success of the student. By sharing a positive relationship with students, I am encouraged to support the student in the ways they need, and the student is encouraged to perform at their highest capability. I do this by establishing routines and rapport with the students, where any kind of judgement or hostility is quickly removed and replaced with positive attitudes and practices.
I believe the purpose of education is to master the necessary content needed to understand and contribute to the world. Education provides the practice for creative self-expression and effective collaboration skills. I consider this to be a generation of knowledge and discovery, and that in training students to be critical thinkers and real-world problem-solvers, we will lead the future of discovery in the known world, and what has yet to be discovered.